Revised Summer 2015MURRAY STATE UNIVERSITY

DEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP, AND COUNSELING

COURSE PREFIX: CNS COURSE NUMBER: 720 CREDIT HOURS: 3

I. TITLE: Elementary School Counseling

II. COURSE DESCRIPTION AND PREREQUISITE(S): This course provides professional knowledge, skills and practices to be an effective school counselor in the elementary school setting. It focuses on theory, techniques and proficiency that are developmentally appropriate to promote the academic, career, and personal/social development of all P-5 grade students. Prerequisites: CNS 617

III. COURSE OBJECTIVES: Students will experience class lectures, discussions, and skills development practice for the purpose of expanding knowledge and skills of effective counseling practices and procedures for working with children. School Counselor practices will be taught based on ASCA’s National Model and ASCA’s Student Competencies. In particular, P-4 th grade students’ academic, career, and personal/social development will be stressed as well as enhancing minority achievement and access to future education and career opportunities. Students will create a Comprehensive School Counseling Program Curriculum that is specific to student age and grade level and incorporates ASCA’s core areas of student development.

This course strives to meet the objectives as outlined in the CACREP Standards (2009) and the Kentucky CAEP Standards (2013).

Upon completion of this course, students will have knowledge ofA. history, philosophy, and trends of school counseling in elementary school systems, including ethical and legal

considerations specific to working with children (CACREP Section III SC: A1) [CAEP: A1], B. roles, functions, and professional identity of the school counselor in relation to other professionals in the school,

including collaboration, consultation, and leadership (CACREP Section III SC: A3) [CAEP: A3], C. advocacy, collaboration, consultation and leadership as a school counselor for the purpose of building partnerships

with school stakeholders for the benefit of the academic, career and personal/social development of students (CACREP Section II: G1h; Section III SC: O2, O5) [CAEP: C2f, C3b, 5e],

D. school counseling program models and integration, including using evidence-based practices, of plans to enhance the development and wellness of students through counseling strategies and curriculum design (CACREP Section II: G8e; Section III SC: A5, D3, I2, J2, K3) [CAEP: A5, B3, B6, C1d, C2b, 8e],

E. using technology to manage and analyze data that will enable informed decision-making for programmatic changes, including the use of needs assessments (CACREP Section II: G8d; Section III SC: G3, H3, I3, I4, J3) [CAEP: C1a, C1c, C1g, 1c, 5f, 8d],

F. relationship of the school counseling program with the mission and academic objectives of the school (CACREP Section III SC: K1) [CAEP: A2],

G. peer mentoring programs for prevention and intervention (CACREP Section III SC: M6, N4) [CAEP C2c], H. the diversity issues that impact student development and methods to promote equity in the schools, including

identification of community barriers and opportunities (CACREP Section III SC: E1, E2) [CAEP: A8], and I. systems theories and perspective in the school system, including the role of system change agent through creating

a sense of teamwork with school stakeholders (CACREP Section II: G5e; Section III SC: M1, M2, M3, M4, M5, O4) [CAEP: B2, C1f, C2g, C3a, C3c, 5d].

Upon completion of this course, students will have a skills base inA. designing a comprehensive and developmentally appropriate guidance curriculum based on the ASCA National

Model, including a plan for program implementation and evaluation (CACREP Section III SC: P1), B. advocating for the counseling program and students by addressing barriers that impede equitable student

development (CACREP Section II: G1i; Section III SC: F2, F3) [CAEP: B1], and C. presenting counseling-related programs for use with parents and teachers (CACREP Section III SC: P2) [CAEP:

B4].

The CAEP/EPSB Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on their School Counseling Program Curriculum.

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The CAEP/EPSB Themes of Diversity and Closing the Achievement Gap are explored throughout the course by requiring students to participate in in-class and online discussions regarding diversity in the schools and methods to meet their needs. Students are evaluated on these two themes through the School Counseling Program Curriculum assignment and the Breaking Barriers Research Paper.

The CAEP/EPSB Theme of Assessment is evaluated through the Needs Assessment assignment and Lesson Plan assignment, which requires students to develop a plan to determine students’ needs and competency levels.

Students explore the CAEP/EPSB Theme of Technology through supplemental information focused on high-tech tools School Counselors use to collect, manage and analyze data. They are evaluated on their knowledge of School Counseling Technology through examinations.

The MSU counseling faculty recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts (ACA 2005 Code of Ethics Preamble).

IV. CONTENT OUTLINE:A. Overview of ASCA National Model of School Counseling and its impact on elementary school settings.

1. Rationale 2. Importance3. Academic, Career and Personal/Social Domains

B. School Counseling and Child Development1. Theories2. Cultural values and issues3. Methods of research

C. Applications and Elementary School Curriculum Development

V. INSTRUCTIONAL ACTIVITIES: A. Lecture/discussionB. Demonstration of counseling strategies and skills developmentC. Cooperative learning groupsD. Student presentationsE. Student planning, implementation, and reflection of counseling curriculum

VI. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: The in-class participation incorporates numerous experiences that will simulate the work of school counselors.

VII. TEXT AND RESOURCES:A. Barish, K. (2009). Emotions in child psychotherapy: An integrative framework. Oxford University Press. B. American School Counselors Association (2012). The ASCA National Model: A framework for school counseling

programs, third edition. Alexandria, VA: Author. (Supplemental)C. Please have a webcam and microphone accessible for online collaborations. The devices that come with current

laptops will suffice.

VIII. EVALUATION AND GRADING PROCEDURES:A. Course RequirementsSyllabus Question (5%): Please read the syllabus and be familiar with the course requirements by the end of the first week of the semester. To receive the five points, please respond to the question on Canvas.

Personal Mission Statement (5%): Having a mission statement for your school counseling program is important to help you keep your professional activities focused and purposeful. Having a sense of purpose for yourself in your daily life is even more important. Write a personal mission statement that provides clarity and helps define who you are and how you will live. This should be no more than three concise sentences that are free of colloquialisms and simple to read. Answer these three questions: a) What is your purpose? b) How will you meet that purpose (actions)? and c) What are your values? It is easiest to start by brainstorming. Write whatever comes to mind first. Be honest with yourself. Then refine your statements as you re-read and proof. Once you have written your personal mission statement, you will create a personal “wall” using Padlet.com. You will submit a URL link to your wall on Canvas.

Discussion Board (10%): You will respond to ten (10) questions posted on Canvas. Responses should be reflective of your own thoughts based on Brainshark presentations, supplemental and textbook material. Do not re-write or paraphrase the text material. Points will be given for thoughtfulness of the response. Five points will be awarded for an

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original comment that answers the question, one point each for two additional/follow-up comments. You may submit your response and comments in written, audio or video formats through Canvas.

School Counseling Program Curriculum (30%): This is a three-part assignment designed to help you become familiar with ASCA’s National Model and KSCA’s State Model for school counseling in the elementary setting and to help develop your own comprehensive school counseling classroom curriculum. The purpose of this assignment is for you to create a stronger professional identity to better advocate for your role in the profession. (CACREP Section III SC: P1)

1. For the first part, you will complete the Crosswalking Tool (5%) to identify your view for your ideal counseling program in terms of student skills. On the provided Matrix, mark at which grade levels you plan to Introduce (I), Develop (D) and where students should reach Competency (C) for each standard/competency. You will do this for grades K-12. [CAEP: A5]

2. For the second part of the curriculum, you will submit at least two Needs Assessments and a Paper (10%) to help identify the needs of your student population. The assessments should help you become aware of barriers or inequities that may impede student success (academic, career and personal/social). You are only required to create them; there is no need to administer them to anyone. In the paper, you will a. describe how you plan to implement the needs assessments (CACREP Section II: G8d) [CAEP: C1c, 8d], b. discuss how these needs assessment helps measure academic, career and personal/social development

(CACREP Section III: SC G3), c. explain how you will use the data (management, analysis and/or presentation of data) from your needs

assessments to inform your decision making and accountability to meet program goals (CACREP Section II: G8d; CACREP Section III: SC H3, I4) [CAEP: C1c, 8d], and

d. give a generic sample of your needs assessment data and give an example of the changes you will make because of that data. Then, describe how student outcomes may improve because of your data management and analysis (CACREP Section III SC: J3) [CAEP: C1a].

3. In the third part, you will develop four Lesson Plans (15%) for classroom counseling activities. Your lessons should be based on effective practices found through research. Do not base your activities on newsletters, advertisements or solely on what is popular. You will use evidence-based practices to create your lessons. (CACREP Section II: G8e) [CAEP: 8e]Your lessons will demonstrate . . .a. your understanding of prevention and intervention plans for atypical growth and development, health and

wellness, language, ability level, multicultural issues, and factors of resiliency on student development (CACREP Section III: SC D3),

b. your knowledge of school counseling program evaluation (CACREP Section III: SC I2) [CAEP: B6], c. your understanding of curriculum design, lesson plan development, classroom management strategies, and

differentiated instructional strategies (CACREP Section III: SC J2, K3) [CAEP: B6, C2b], d. your knowledge of the school setting and environment [CAEP: A5], ande. methods to identify student academic, career and personal/social competencies and activities to enhance

student development in these areas [CAEP: C1d]. The Lesson Plan Outline includes more detailed instructions. You can download the outline from Canvas. The lessons should be well-written and easy to read. Use APA format where applicable, i.e. citing resources.

Breaking Barriers Research Paper (15%): In this project, you will describe and demonstrate methods of advocating for your School Counseling position. You will research at least five (5) counseling articles that are recent (<10 years) and are from an accredited and refereed journal (no Wikipedia, magazine articles, newsletters, etc.). Remember to maintain a critical view of research in terms of diverse populations.

Your paper should . . . 1. identify cultural, ethical, economic, legal and political issues that may surround diversity, equity, and excellence in

terms of student learning (CACREP Section III: SC E1), 2. identify community, environmental, and institutional opportunities that enhance – as well as barriers that impede –

the academic, career, and personal/social development of students (CACREP Section III: SC E2) [CAEP: A8], 3. describe ways in which student development, well-being, and learning are enhanced by family-school-community

collaboration (CACREP Section III: SC M1), 4. describe two strategies that promote, develop and enhance effective teamwork within the school and the larger

community (CACREP Section III: SC M2) [CAEP: C3a], 5. describe how you plan to build effective working teams of school staff, parents, and community members to

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promote the academic, career, and personal/social development of students (CACREP Section III: SC M3) [CAEP: B2],

6. describe how you plan to work with parents, guardians, families, and communities to empower them to act on behalf of their children (CACREP Section III: SC M5) [CAEP: C3c],

7. describe the leadership strategies that you’re using to enhance the learning environment of schools (CACREP Section III: SC O2), and

8. describe a strategy you will use for seeking and securing alternative funding for program expansion [CAEP: C1f].

Advocacy Presentation (15%): The presentation should demonstrate your ability to advocate for your school counseling program.

You should present . . . 1. how you will address institutional and social barriers that impede access, equity and success for students. For

example, how will you ensure that school policy and procedures are equitable across populations, and how will you ensure that there are equal resources for all populations? (CACREP Section II: G1i, F3),

2. how you will advocate for all students and for an effective school counseling program. Please discuss your plan to advocate for each the academic, personal/social and career aspects of your program (CACREP Section III SC: F2) [CAEP: B1],

3. how you will promote the use of school counseling and guidance activities by the total school community to enhance a positive school climate [CAEP: B4], and

4. a simulation of presenting a school counseling related program for use with parents and teachers (CACREP Section III SC: P2).

Your presentation is an opportunity to practice your role as leader, consultant and advocate as a professional. You will be graded on the presentation content, demonstration of professional identity and enthusiasm for the topic.

Exams (20%): The exams will evaluate your knowledge of readings and class lectures. (CACREP Section II: G1h, G5e; Section III SC: A1, A2, A3, A5, I3, K1, M4, M6, N4, O4, O5) [CAEP: A1, A2, A3, A6, B3, C1g, C2c, C2f, C2g, C3b, 1c, 5d, 5e, 5f]

Class Participation: All students are expected to participate in the course activities and discussions (online and in-class). Where a grade is “borderline,” the instructor may use her subjective evaluation of a student’s participation for determining the final course grade.

EvaluationSyllabus Question 5 %Mission Statement 5 %Discussion Board 10 %Barriers Research Paper 15%Advocacy Presentation 15%Exam 1 5%Exam 2 5 %Exam 3 10 %Crosswalking Tool 5%Needs Assessments & Paper 10%Lesson Plans 15% TOTAL 100%

The following scale will be used:A = 90-100% B = 80-89% C = 70-79% D = 60-69% E = below 69%

B. Assignment Policies:Assignments and dates are subject to change in the event of unusual circumstances. Students will be informed of changes by class announcements.Any late assignment MAY be accepted with instructor’s consent, and must be turned in no later than the next scheduled class. All late assignments will be assessed a 10% late penalty.

IX. ATTENDANCE POLICY:Students are expected to adhere to the MSU Attendance Policy outlined in the current MSU Bulletin. Additionally, students are expected to be on time for class. Tardiness and/or missed classes can result in a drop in letter grade. Cell phones will need to be off. If you anticipate a situation that requires your immediate attention, put your phone to vibrate.

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X. ACADEMIC HONESTY POLICY:Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.

Violations of Academic Honesty include:Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from others during any academic exercise.Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information.Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor.Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.

Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.

Disciplinary action may include, but is not limited to the following: 1) Requiring the student(s) to repeat the exercise or do additional related exercise(s). 2) Lowering the grade or failing the student(s) on the particular exercise(s) involved. 3) Lowering the grade or failing the student(s) in the course. If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.

Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integrity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.

A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non-Discrimination Statement, this process must be suspended and the matter be directed to the Office of Institutional Diversity, Equity and Access. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.

XI. NON-DISCRIMINATION POLICY AND STUDENTS WITH DISABILITIES:Policy StatementMurray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact the Executive Director of Institutional Diversity, Equity and Access, 103 Wells Hall, (270) 809-3155 (voice), (270) 809-3361 (TDD).

Students with DisabilitiesStudents requiring special assistance due to a disability should visit the Office of Student Disability Services immediately for assistance with accommodations. For more information, students should contact the Office of Student Disability Services, 423 Wells Hall, Murray, KY 42071. 270-809-2018 (voice) 270-809-5889(TDD).

XII. COUNSELING PROGRAM STANDARDS FOR CNS 720:CACREP Core Standards AssessmentProfessional G1h. the role and process of the professional counselor advocating on behalf of the profession. Exam #1

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Orientation & Ethical Practice

G1i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients

Advocacy Presentation

Helping Relationships

G5e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions Exam #3

Research & Program Evaluation

G8d. principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications

Needs Assessment

G8e. the use of research to inform evidence-based practice Lesson Plans

CACREP School Counseling Standards Assessment

Foundations

A1. Knows history, philosophy, and trends in school counseling and educational systems. Exam #1

A2. Understands ethical and legal considerations specifically related to the practice of school counseling. Exam #1

A3. Knows roles, functions, settings and professional identity of the school counseling in relation to the roles of other professional and support personnel in the school Exam #1

A5. Understands current models of school counseling programs and their integral relationship to the total educational program Exam #1

Prevention & Intervention

D3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development

Lesson Plans

Diversity & Advocacy

E1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning Barriers Paper

E2. Identifies community, environmental, and institutional opportunities that enhance – as well as barriers that impede – the academic, career, and personal/social development of students Barriers Paper

F2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

Advocacy Presentation

F3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

Advocacy Presentation

AssessmentG3. Identifies various forms of needs assessments for academic, career and personal/social development Needs

Assessment

H3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs

Needs Assessment

Research & Evaluation

I2. Knows models of program evaluation for school counseling programs Lesson Plans

I3. Knows basic strategies for evaluating counseling outcomes in school counseling Exam #3

I4. Knows current methods of using data to inform decision making and accountability Needs Assessment

J2. Develops measureable outcomes for school counseling programs, activities, interventions, and experiences. Lesson Plans

J3. Analyzes and uses data to enhance school counseling programs. Needs Assessment

Academic Development

K1. Understands the relationship of the school counseling program to the academic mission of the school Exam #2

K3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling, and guidance-related material Lesson Plans

Collaboration & Consultation

M1. Understands the ways in which student development, well-being, and learning are enhance by family-school-community collaboration Barriers Paper

M2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community Barriers Paper

M3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. Barriers Paper

M4. Understands systems theories, models and processes of consultation in school system settings Exam #3

M5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. Barriers Paper

M6. Understands the various peer programming interventions and how to coordinate them Exam #3

N4. Uses peer helping strategies in the school counseling program. Exam #3

Leadership

O2. Knows strategies of leadership designed to enhance the learning environment of schools Barriers Paper

O4. Understands the important role of the school counselor as a system change agent Exam #3

O5. Understands the school counselor’s role in student assistance programs, school leadership, curriculum and advisory meetings Exam #2

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P1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. Curriculum

P2. Plans and presents school-counseling-related educational programs for use with parents and teachers. Advocacy Presentation

Kentucky CAEP Standards Assessment

Foundation of School Counseling

A1. History, philosophy, and current trends in school counseling and educational systems Exam #1

A2. Relationship of the school counseling program to the academic and student services program in the school Exam #1

A3. Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school Exam #1

A5. Knowledge of the school setting environment, and pre-K-12 curriculum Curriculum & Lesson Plans

A8. Knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impeded student academic, career, and persona/social success and overall development Barriers Paper

Contextual Dimensions of School Counseling

B1. Advocacy for all students and for effective school counseling programs Advocacy Presentation

B2. Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students

Barriers Paper

B3. Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development. Exam #3

B4. Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate

Advocacy Presentation

B6. Methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs Lesson Plans

Program Development, Implementation & Evaluation

C1a. use, management, analysis, and presentation of data from school-based informational (e.g., standardized testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs assessment) to improve student outcomes

Needs Assessment

C1c. implementation and evaluation of specific strategies that meet program goals and objectives Needs Assessment

C1d. identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies Lesson Plans

C1f. strategies for seeking and securing alternative funding for program expansion Barriers Paper

C1g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. Exam #3

Counseling & Guidance

C2b. individual, group and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development Lesson Plans

C2c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs Exam #3

C2f. constructive partnerships with parents, guardians, families and communities in order to promote each student’s academic, career and personal/social success Exam #3

C2g. systems theories and relationship among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system Exam #3

Consultation

C3a. strategies to promote, develop and enhance effective teamwork within the school and larger community Barriers Paper

C3b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies and students as appropriate Exam #2

C3c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children Barriers Paper

Professional Identity 1c. technological competence and computer literacy Exam #3

Helping Relationships

5d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling

Exam #3

5e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will begin to develop a personal model of consultation

Exam #3

5f. integration of technological strategies and applications within counseling and consultation processes Exam #3

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Research & Program Evaluation

8d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications

Needs Assessment

8e. use of research to improve counseling effectiveness Lesson Plans

XIII. COURSE SCHEDULE AND ASSIGNMENTS:Instructor: Phone: Email: Office: Office Hours:

Week Topic Assignment/Activity

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(PROVIDED ON CANVAS) Introduction & course overview Chapter 1: Emotions and Emotional DevelopmentOther Topics: History of school counseling, including professional organizations School counseling roles, functions and relationship to other school

professionals, including leadership, collaboration and advocacy

No class meeting. Please look on Canvas for course material.

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Chapter 2: Optimal and Pathological Development

Other Topics: Ethics of School Counseling, including case studies Self-care strategies and burn-out Developing a School Counseling Program Mission Statement and Objectives

MSU MEETING #1Submit online: Syllabus Question Discussion Board #1

3 Labor Day Submit online: Mission Statement Discussion Board #2

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Chapter 3: Theories of Pathological Development Other Topics: Using needs assessments Using creative arts in school counseling

MAD MEETING #1Submit online:Crosswalking ToolNeeds Assessments &

Paper

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The 1st exam will be available through Canvas from Sept. 8th to Sept. 19th. Chapter 4: Psychopathology in ChildhoodOther Topics: Recognizing the signs and symptoms of substances and substance abuse

ONLINE MEETING#1Submit online:Exam #1Discussion Board #3

6 Chapter 5: The Therapeutic ProcessOther Topics: The impact of poverty on motivation and learning in children

MAD MEETING #2Submit online: Discussion Board #4

7 Chapter 6: Therapeutic Engagement Other Topics: Crisis assessment, intervention and prevention

MSU MEETING #2

8 Chapter 7: Empathy Other Topics: Promoting wellness and prevention in the schools

ONLINE MEETING #2Submit online: Discussion Board #5

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Exam #2 will be available through Canvas from Oct. 6th to Oct. 17th. Chapter 8: The Problem of ResistanceOther Topics: Understanding the school from a system’s perspective Consultation in the schools

MAD MEETING #3Submit online: Exam #2 Lesson Plans

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10Other Topics: Using technology and computer programs Using evaluation & data to improve the school program

MSU MEETING #3Submit online: Discussion Board #6

11Other Topics: Creating and using groups to meet student needs Peer mentoring models and implementation

ONLINE MEETING #3Submit online: Discussion Board #7

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Chapter 9: Child Psychotherapy as a Socializing Process I – Moral Development

Other Topics: Getting funded

Submit online: Breaking Barriers Paper

13 Chapter 10: Child Psychotherapy as a Socializing Process II – Winning and Losing

MAD MEETING #4Submit online: MAD Presentations Discussion Board #8

14 Chapter 11: Implications for Work with Parents I – Promoting Emotional Health and Resilience

MSU MEETING #4Submit online: MSU Presentations Discussion Board #9

15 Thanksgiving Break: No class

16 Chapter 12: Implications for Work with Parents II – Helping Parents with Common Problems of Daily Living

Submit online: Discussion Board #10

17 FINALS WEEK: Exam #3 will be available through Canvas from Dec 1st to Dec 8th.

Submit online: Exam #3

XIV. RUBRICS:A. Mission Statement

Standards Meets Standards Developing Standards Does Not Meet Standards

Personal Purpose Candidates clearly identify their personal purpose for life.

Candidates demonstrate vague understanding of their personal purpose.

Candidates do not give personal purpose; provide unclear or indistinguishable purpose.

Actions Candidates appropriately identify their behavior that relates to the purpose.

Candidates partially identify behavior; focus behavior on ideal rather than on their purpose.

Candidates fail to address behavior that will achieve purpose.

Values Candidates clearly pinpoint their values related to the purpose.

Candidates identify unclear values related to their purpose.

Candidates do not identify values or values do not relate to purpose.

Professional Writing/ Web Presentation

Candidates demonstrate appropriate level of writing, including appropriate sentence and paragraph structure; Padlet.com “wall” is attractive, clear and organized.

Candidates demonstrate adequate level of writing; Padlet.com “wall” is attractive and easy to follow.

Candidates provide confused writing; provide inappropriate sentence structure; incomplete Padlet.com “wall.”

5% of course grade

B. Discussion BoardStandards Exceeds Standard Meets Standards Developing Standards Does Not Meet Standards

Response Clear response to question. Adequate response to question. Attempted response to question. Does not respond to question.

Comment 1 Appropriate comment on another post. Fails to comment on another post or inappropriate comment

Comment 2 Appropriate follow-up comment or comment on another post Fails to comment on another post, follow-up or inappropriate comment

10% of course grade

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C. Crosswalking ToolStandards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards

Knowledge of the pre-K-12 curriculum (CAEP A5)

Candidates demonstrate high-level knowledge of a developmental pre-K-12 curriculum; identify standards that are developmentally appropriate per grade level; outline a clear plan for skill level enhancement.

Candidates demonstrate a somewhat proper understanding of a developmental pre-K-12 curriculum; identify 1 or 2 standards that are not developmentally appropriate for the proposed grade levels.

Candidates provide a vague understanding of a developmental pre-K-12 curriculum; identify 3 to 5 standards that are not developmentally appropriate for the proposed grade levels

Candidates mostly provide an unsatisfactory or unclear understanding of a pre-K-12 curriculum; identify 6 or more areas that are not developmentally appropriate for the proposed grade levels.

Completion Candidates identify a grade level for each/every standard. Candidates skip, neglect or omit 1 or more standards in their matrix

5% of course grade

D. Needs Assessments and Paper Standards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards

Principles, models and applications of needs assessments (CACREP Section II: G8d) [CAEP: C1c, 8d]

Candidates describe a detailed plan of how they will implement the two needs assessments; illustrate methods of how their needs assessments will impact the program goals and objectives with examples.

Candidate clearly describe their plan to implement the two needs assessments; identify methods of how their needs assessments will impact the program goals and objectives.

Candidates minimally identify a plan to implement the two needs assessments; give a one to two sentence description of how their needs assessments will impact the program goals and objectives.

Candidates provide an unclear or improper method to implement the needs assessments.

Identifies various forms of needs assessments for academic, career and personal/social development (CACREP Section III: SC G3)

Candidates provide two needs assessments; provide an in-depth explanation of how the needs assessments will measure each: academic, career and personal/social development.

Candidates provide two needs assessments; describe how the provided needs assessments will measure each: academic, career and personal/social development.

Candidates identify at least one needs assessment; provide a brief description of how to use a needs assessment to measure academic, career and personal/social development.

Candidates fail to provide at least one needs assessment; provide assessments that do no measure required student development; provide a vague description of using the assessments for their school counseling program.

Principles, models and applications of program evaluation and the use of findings to effect program modifications, decision making and accountability (CACREP Section II: G8d; Section III: SC H3, I4) [CAEP C1c, 8d]

Candidates illustrates a plan to use the data from the needs assessments to impact their decision-making and professional accountability regarding their school counseling program; demonstrate the value of using data; explain examples of methods to use the data to meet program goals.

Candidates provide a plan to use the data from the needs assessments to impact their decision-making and accountability regarding their school counseling program; describe ways to use the data to meet program goals; imply value of using data for program change.

Candidates provide a vague understanding of using the data to inform decision making and accountability; give a superficial identification of how to use data to meet program goals; demonstrate minimal value of using data for program change.

Candidates fail to describe a method of using the data; provide an unclear understanding of accountability; give an unclear method of meeting program goals; fail to indicate the value in using data.

Example

Candidates use potential data from their own needs assessment to exemplify their data analysis and decision-making process; clearly explain the changes they would make to the program or the lesson based on the data.

Candidates provide a valid example using potential data from their own needs assessments; outline the analysis process for their data; define the changes they would make to the program or the lesson based on the data.

Candidates minimally provide an example using their own needs assessments; identify the analysis process for their data; suggest the changes they would make to the program or the lesson based on the data; provide a superficial example for data usage.

Candidates vaguely or do not illustrate usage of data; imply data analysis, rather than provide a focused example.

Use, management, analysis and

Candidates demonstrate how they will manage and analyze

Candidates provide an explanation of managing and

Candidates indicate a minimal understanding of using the

Candidates demonstrate an unclear understanding of

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presentation of data to improve student outcomes (CACREP Section III SC: J3) [CAEP C1a]

data from the needs assessments by use of examples; explain in-detail how they will use the data for program changes that improve student outcomes in the three areas of development.

analyzing data from the needs assessments; describe how they will use the data for program changes that improve student outcomes.

data; provide vague description of how to improve student outcomes; fail to identify data management and data analysis.

improving student outcomes with data; fails to connect data with student outcomes.

Professional Writing

Candidates demonstrate refined level of writing that excellently adheres to APA format, including margins, font, cover page, running head, appropriate citations, appropriate sentence and paragraph structure, and reference page.

Candidates demonstrate appropriate level of writing that adheres to APA format, with few mistakes in margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page.

Candidates’ level of writing mostly do not adhere to APA format with inappropriate margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page.

Candidates’ writing is inappropriate and missing APA formatting, such as no citations, cover page or reference page; makes repeated mistakes from previous papers.

10% of course grade

E. Breaking Barriers Research PaperStandards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards

Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning (CACREP Section III: SC E1)

Candidates elegantly describe the cultural, ethical, economic, legal and political issues surrounding diversity, equity and excellence; demonstrate intuitive understanding of the impact on student learning; adequately apply research to support claims.

Candidate provides a concise and clear description of the cultural, ethical, economic, legal and political issues surrounding diversity, equity and excellence; focuses on the issues related to student learning; applies appropriate research to support claims.

Candidate minimally describes issues surrounding diversity, equity and excellence in terms of student learning; demonstrates a vague understanding of the impact on student learning; provides generic research to support writing.

Candidate provides an unclear description of issues that affect student learning; vaguely focuses on required issues; fails to apply research or applies superficial research, such as newsletters or magazines.

Identifies community, environmental, and institutional opportunities that enhance – as well as barriers that impeded – the academic, career and personal/social development of students. (CACREP Section III: SC E2) [CAEP: A8]

Candidate demonstrates definitive knowledge of community, environmental, and institutional opportunities that enhance student development; provides equal knowledge of barriers that impede student development.

Candidate exhibits a range of understanding of community, environmental, and institutional opportunities that enhance student development; provides equal understanding of barriers that impede student development.

Candidate minimally identifies opportunities or barriers that impact student development; provides a list of opportunities or barriers with no description.

Candidate lacks information about student opportunities and barriers; vaguely identifies the impact on student development.

Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration (CACREP Section III: SC M1)

Candidate demonstrates understanding by providing an articulate description of the impacts of family-school-community collaboration on student development and well-being; adequately applies research to support claims.

Candidate demonstrates understanding by providing a satisfactory description of the impacts of family-school-community collaboration on student development and well-being; applies appropriate research to support claims.

Candidate describes the impacts of collaboration on student development to a minimal level; provides generic research to support writing.

Candidate provides a description of collaboration that is inappropriate for school counseling; fails to identify the impact on student development; fails to apply research or applies superficial research, such as newsletters or magazines.

Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community (CACREP Section III: SC M2)

Candidate provides a detailed plan of the process they would take to develop healthy working relationships with parents, teachers, and community members; thoroughly describes

Candidate reasonably summarizes a method to develop healthy working relationships with parents, teachers and community members; provides a framework for maintaining

Candidate provides a limited framework to describe how they would develop working relationships within the school; provide a minimal description of developing a relationship with the

Candidate vaguely focuses on developing teamwork; provides a generic response that provides no detail of the candidate’s plan for working with others.

12

[CAEP: C3a]strategies to maintain a productive working relationship.

the productive working relationship.

community; responses are not articulate.

Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career and personal/social development of students (CACREP Section III: SC M3) [CAEP: B2]

Candidates proficiently describe a method to create teams of school, parent and community members; skillfully define the purpose of the teams that focuses on the academic, career and personal/social development of students; integrate appropriate research to explain the potential impact the teams may have on student development.

Candidates describe a method of creating teams with school, parent and community members; describe the purpose of having teams that focus on academic, career and personal/social student development; apply research to support their claims for the positive impact on students.

Candidates demonstrate vague knowledge of building effective teams; response is limited to generic ideals of student development and achievement; provides broad research to support writing.

Candidates provide confused description of building effective teams; unfocused response regarding student development; fails to apply research or applies superficial research, such as newsletters or magazines.

Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children (CACREP Section III: SC M5) [CAEP: C3c]

Candidates describe a detailed plan on how they will motivate the parent, teacher and community teams to act on behalf of their children; explain how they will use differentiate techniques to empower the teams; integrate appropriate research to explain the potential impact the teams may have on student development.

Candidates provide a full plan to motivate the parent, teacher and community teams to act on behalf of their children; identify differentiated techniques used to empower the teams; apply research to support their claims for the positive impact on students.

Candidates minimally applies strategies for empowering stakeholders for student development; provides broad research to support writing.

Candidates provide an incomplete or inadequate description of strategies for empowering stakeholders; response is unclear in regards to student development; fails to apply research or applies superficial research, such as newsletters or magazines.

Knows strategies of leadership designed to enhance the learning environment of schools (CACREP Section III: SC O2)

Candidates clearly describe leadership strategies they currently use that would create a positive learning environment in the schools; provide support for the effectiveness of their leadership style with substantial research.

Candidates explain the effectiveness of their current leadership style, including support from research; describe how their leadership style would positively impact the school environment; support claims with appropriate research.

Candidates provide a limited description of leadership strategies; offer a vague connection of school counseling leadership with the school environment; provides broad research to support writing.

Candidates demonstrate unclear knowledge of leadership strategies; response is not focused on the learning environment; fails to apply research or applies superficial research, such as newsletters or magazines.

Strategies for seeking and securing alternative funding for program expansion [CAEP: C1f]

Candidates delineate a thorough plan to secure extra funding for their counseling program; define ways of seeking opportunities for funding; specify the institutions that would help them secure and receive the funding.

Candidates outline a realistic plan to secure extra funding for their counseling program; identify how they will seek the opportunity for funding; describe the partnerships necessary to secure the funding.

Candidates indicate a superficial plan that would help them receive extra funding for their counseling program; provide undefined ways to find funding opportunities; provide generic examples for funding partnerships.

Candidates provide an unclear plan for funding their counseling program; demonstrate limited understanding of seeking funding opportunities or the partnerships necessary to receive funding.

Professional Writing

Candidate demonstrates refined level of writing that excellently adheres to APA format, including margins, font, cover page, running head, appropriate citations, appropriate sentence and paragraph structure, and reference page.

Candidate demonstrates appropriate level of writing that adheres to APA format, with few mistakes in margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page.

Candidate level of writing mostly does not adhere to APA format with inappropriate margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page.

Candidate writing is inappropriate and missing APA formatting, such as no citations, cover page or reference page; makes repeated mistakes from previous papers.

15% of course grade

F. Advocacy PresentationStandards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards

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Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients (CACREP Section II: G1i)

Candidates excellently address the advocacy process they will use to address institutional and social barriers; demonstrate an understanding of the impact on student success by illustrating their claims.

Candidates appropriately address the steps they will take to eliminate institutional and social barriers through advocacy; demonstrate an understanding of the impact on student success by giving an example.

Candidates minimally address how school counselors may advocate for their programs; demonstrate a vague understanding of the impact on student success by using general or imprecise scenarios.

Candidates provide a confused or incomplete explanation of advocacy; provide an unfocused connection to institutional and social barriers.

Advocacy for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations (CACREP Section III SC: F3)

Candidates define and illustrate an advocacy process to make necessary changes to school policy, procedures and services; focus on equity for all students regarding the academic, career and personal/social development; use culturally inclusive language with respect to ethnic, racial, sexual orientation, religious, SES etc. differences; describe and illustrate how they would manage possible challenges or resistance from administration, educators or parents; explain how possible changes would enhance the school climate.

Candidates propose a realistic advocacy process that they would use to make necessary changes to school policy, procedures and services; provide an advocacy plan that focuses on equity for all student populations; describe how to manage possible challenges or resistance to necessary changes; define how changes would enhance the school climate.

Candidates outline an advocacy plan to initiate changes to school policy, procedures and services; provide an advocacy plan that has limited focus on equity for student populations; identify possible challenges or resistance from stakeholders; identify the importance of creating a positive school climate.

Candidates minimally identify methods to advocate for changes to school policy, procedures or services; provide generic advocacy methods that lacks focus on equity for student populations; provides limited understanding of challenges or resistance from stakeholders.

Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. (CACREP Section III SC: F2) [CAEP: B1]

Candidates exhibit a sophisticated approach to actively advocate for all students; illustrate the connection between student success and an effective school counseling program with examples; specify the advocacy efforts for the academic, career and personal/social development of students; describe the connection between student development and their counseling program; support claims by integrating substantial research into their discourse.

Candidates demonstrate an appropriate and professional approach to advocate for all students; provides ideas for advocacy that encompass academic, career and personal/social areas of development for students; focus on the learning environment and for their counseling programs; present research to support the connection between student success and an effective school counseling program.

Candidates provide a vague description of advocacy for students and for a school counseling program; provide advocacy that is generically focuses on the counseling program or the school climate; provides an incomplete plan for advocacy that fails to include the three areas of student development; dialogue is superficial and similar to reading a bulleted list.

Candidates show limited knowledge of advocating for students; demonstrate minimal knowledge of the areas of development for students; provide a vague plan that supports the counseling program; provide an unclear connection to a school counseling program.

Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate (CAEP: B4)

Candidates illustrate methods of promoting the use of counseling and guidance activities and programs; integrate research to develop the connection between the school counseling program and a positive school climate.

Candidates adequately provide methods to promote the use of counseling and guidance activities and programs; apply appropriate research to support claims that an effective counseling program enhances a positive school climate.

Candidates display limited knowledge of how to promote the use of counseling and guidance activities; deliver a vague connection between the programs and school climate.

Candidates reveal improper methods to promote counseling and guidance activities and programs; provide an unclear connection to enhance the positive school climate.

14

Plans and presents school-counseling-related educational programs for use with parents and teachers (CACREP Section III SC: P2)

Candidates illuminate practical and up-to-date funding opportunities for school counseling programs; provide an example of how to use funding to expand program.

Candidates explain reasonable strategies for seeking and securing alternative funding; identify methods to use the funding for program expansion.

Candidates provide superficial methods for seeking funding; offers limited application of monies to expand the school counseling program.

Candidates provide inadequate methods for funding; unclear or limited connection to school counseling program expansion.

Professional Presentation

Candidates eloquently articulate a thorough understanding of the counselor role and program; apply research in a thorough and convincing manner; present self in a mature and striking professional manner.

Candidates speak and present self in a professional manner; clearly apply research in an organized and professional manner; clearly verbalize the counselor role.

Candidates appear overly nervous and/or lack confidence; appear somewhat disorganized; view of the counselor role and program is not clearly connected; read directly from notes/ PowerPoints; PPts are too busy/disorganized.

Candidates are not prepared; lack professionalism in presentation; are disorganized; present inaccurate information; fail to address large portions of required information.

15% of course grade

G. Four Lesson PlansStandards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards

The use of research to inform evidence-based practice (CACREP Section II: G8e) [CAEP: 8e]

Candidates provide a refined use of research to inform lesson planning; propose lessons that are evidence-based; focus the lessons and research on their specific population.

Candidates apply research to create each lesson; demonstrate the use of evidence-based practices in lesson planning.

Candidates minimally indicate the use of research to inform lesson planning; mention the use of research, but do not propose evidence-based lessons.

Candidates superficially identify or lack research in their lesson planning; provide an unclear use of research.

Identification of student academic, career, and personal/social competencies . . . [CAEP C1d]

Candidates provide a clear plan to measure student academic, career and personal/social competencies; provide a realistic plan.

Candidates provide a plan to assess student current level of academic, career and personal/social competencies.

Candidates identify vague methods to measure student competencies; provide methods that lack focus on each separate competency.

Candidates seem confused or fail to provide methods that measure student development; provide an incomplete measure to assess for student competency in each area of student development.

the implementation of processes and activities to assist student in achieving these competencies (CAEP C1d)

Candidates propose proper implementation of activities to assist students to achieve these academic, career and personal/social competencies according to their lesson.

Candidates appropriately identify processes and activities that help students achieve competencies in each area.

Candidates provide a limited description of activities to assist student development; provide superficial activities.

Candidates provide methods to develop student competency that are unrealistic or impractical; minimally identify activities for student development.

Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, . . . (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. (CACREP Section III: SC D3)

Candidates provide a refined description of the impact of their lesson on each developmental effect: atypical growth, language, ability level, multicultural issues, and/or resiliency; explain why their lesson is appropriate for the developmental level of the student population; describe the impact on student learning and development.

Candidates describe how their lesson would help with prevention and intervention related to student learning and development; include a sentence that specifically identifies the intervention of atypical growth, language, ability level, multicultural issues, and/or resiliency.

Candidates minimally or superficially identify the impact of their lessons on the effects of atypical growth, language, ability level, multicultural issues, and/or resiliency on the student population; demonstrate a lack of understanding of the impact on student development.

Candidates provide an unclear explanation of the impact of their lessons on students; seem confused about the purpose of the lessons; provide lessons that vaguely relate to student learning and development.

Designs and implements Candidates provide a Candidates describe how Candidates minimally or Candidates provide an

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prevention and intervention plans related to the effects of. . . (b) health and wellness . . . on student learning and development. (CACREP Section III: SC D3)

refined description of the impact of their lesson on student health and wellness; describe the impact on student learning and development.

their lesson would help with prevention and intervention related to student health and wellness; describe how this intervention would impact student learning and development.

superficially identify the impact of their lessons on student health and wellness; demonstrate a lack of understanding of health and wellness on student development.

unclear explanation of the impact of their lessons on student health and wellness; provide a vague understanding of the impact of health and wellness; provide a generic explanation of how their lessons impact students.

Individual, group and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development (CAEP C2b)

Candidates provide a systematic plan that would impact student academic, career and personal/social development; explain how collaborative efforts will benefit student development, specifically including the stakeholders in the candidates’ proposals.

Candidates describe how their lessons will impact student academic, career and personal/social development; explain the systematic impact on student development, integrating school, family and community relationships.

Candidates marginally identify how their lessons reflect a systematic approach for student development; provide minimal connection between their guidance approaches and student development.

Candidates propose lessons that fail to reflect the role of the school counselor as part of a system; provide lessons that seem to be put together without regard to student development.

Develops measureable outcomes for school counseling programs, activities, interventions and experiences (CACREP Section III: J2)

Candidates develop more than three learning goals and objectives per lesson that are realistic and practical for their school setting; develop each goal and objective to be developmentally appropriate for their student population; provide objectives that are easily and clearly measurable per student.

Candidates develop at least three practical learning goals and objectives per lesson; provide goals and objectives that are appropriately formatted for a school setting; develop objectives that are developmentally appropriate for their student population.

Candidates identify two or more learning goals and objectives per lesson; provide goals and objectives that are superficial or not at the developmental level of the student population; provide objectives that are difficult to measure or unclear.

Candidates identify minimal and generic goals and objectives; provide objectives that are incomplete or immeasurable; demonstrate a confused understanding of the lessons’ purpose.

Knowledge of the school environment (CAEP A5)

Candidates demonstrate superior understanding of the school setting and environment to use as resources; appropriately include the use of technology; integrate at least one school resource; integrate at least one community resource.

Candidates provide a clear understanding of the school setting, including using technology; integrate at least one school resource; integrate at least one community resource.

Candidates demonstrate minimum understanding of the school setting; provide a superficial use of resources; identify an unrealistic use of community resources.

Candidates fail to identify resources into a lesson; demonstrate a confused understanding of school environment/setting; provides one or less unrealistic or impractical school or community resource.

Understands curriculum design, . . . for teaching counseling and guidance-related material (CACREP Section III: K3)

Candidates provide four lessons that are directly linked to the ASCA student standards; provide at least one lesson each in academic, career and personal/social development; provide lessons that are developmentally appropriate for their student population.

Candidates provide four lessons that are directly linked to ASCA student standards; provide at least one lesson each in academic, career and personal/social development.

Candidates demonstrate an incomplete understanding of lesson plan development; minimally connect their lessons to the ASCA student standards; provide 3 or more lessons that relate to each the academic, career and personal/social development.

Candidates provide improper or unclear lessons for student academic, career and personal/social development.

Understands . . . lesson plan development, classroom management strategies, . . . for teaching counseling and guidance-related material

Candidates completely delineate the procedure for each lesson, including classroom management strategies; provide lessons

Candidates provide a practical and detailed description of lesson procedures that purposefully meet the

Candidates demonstrate an incomplete understanding of curriculum design and assessment; provide

Candidates provide superficial and unclear lessons; provide lessons that are difficult to follow; provide lesson instructions

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(CACREP Section III: K3) that each meets the ASCA standards. ASCA standard.

lessons with missing components of the counseling curriculum as prescribed by ASCA; provide lesson procedures that are unclear or incomplete.

that are incomplete and do not account for student resistance; provide lessons that lack focus on the ASCA student standards.

Understands . . . differentiated instructional strategies for teaching counseling and guidance-related material (CACREP Section III: K3)

Candidates provide lessons that are appropriate for specific developmental levels; identify methods to overcome learning barriers; provide differentiated learning strategies that are researched and focused on the student need.

Candidates describe consistently engaging lesson procedures for the average student, as well as for those in need of differentiated learning strategies; differentiated learning strategies are realistic and practical.

Candidates provide some ideas for overcoming learning barriers; provide differentiated learning strategies that are incomplete or generic.

Candidates superficially identify working with diverse learning populations; identify strategies that are impractical; demonstrate a lack of knowledge of differentiated learning strategies.

Knows models of program evaluation for school counseling programs (CACREP Section III: I2; CAEP: B6)

Candidates demonstrates superior knowledge of program monitoring and evaluation; provide a detailed description of how their counseling curriculum will impact the school.

Candidates demonstrate knowledge of using data to evaluate counseling program activities; explain how their curriculum will impact the overall school.

Candidates demonstrate vague understanding of program monitoring, evaluation and data usage; provide generic and superficial plan; fails to focus on the impact to the overall school.

Candidates provide lesson evaluation methods that do not meet the requirements of the assignment; provide evaluation methods that lack focus on the particular lesson; identify little or no connection regarding the impact on the school.

Methods of planning, developing, implementing, monitoring, . . . comprehensive school counseling programs (CAEP B6)

Candidates explain the importance of using the data to meet the mission of the counseling program and of the school; illustrate at least one method of how the data will help the candidate advocate for the counseling program to school stakeholders; illustrate how the data will promote the school climate.

Candidates describe how they will apply data to meet the school counseling program’s mission; describe at least one method of using the data to advocate for their school counseling program to administration, teachers, parents, the community and students.

Candidates provide marginal methods to use the data in ways that enhance the school climate; demonstrate a lack of understanding of how to use the data with stakeholders.

Candidates provides confused methods of using data; provides methods that are ideal or unrealistic; provides methods for data usage that lacks focus on the school climate for student development.

Professional Writing

Candidates demonstrate refined formal writing; provide writing that excellently adheres to APA format, including margins, font, cover page, running head, appropriate citations, appropriate sentence and paragraph structure, and reference page; completely follow provided Lesson Plan Outline.

Candidates demonstrate appropriate level of formal writing that adheres to APA format, with few mistakes in margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page; closely follow provided Lesson Plan Outline.

Candidates provide informal writing; write in a way that mostly fails to indicate the value in using research; format with inappropriate margins, font, cover page, running head, citations, sentence and paragraph structure, and reference page; vaguely follow provided Outline.

Candidates provide inappropriate writing, such as colloquial language and the use of slang; writing is missing APA formatting, such as no citations, cover page or reference page; develop their own lesson plan format.

15% of course grade